It’s safe to say the animal (and supernatural) kingdoms are well represented in the aerial arts. Explaining to students why the 12th mermaid is different from all the previous mermaids they’ve learned may make you want to rip your hair out. I've certainly been there! While brainstorming with Rebekah Leach the other day, we noticed something interesting:

There is a stark difference between a shape and a movement.

A shape is stillness in form.** Examples include nouns like mermaid, bird’s nest, hip hang, star, and ball. A movement, however, is action. Actions are verbs like pull over, tuck, roll, slide, and drop. While moving the body does pass through multiple shapes, so combining both shapes and movements to describe skills could come in handy.

Now, to make matters more interesting (or confusing?). Some aerial terms are dual-purpose, operating as both shapes and actions. For example: “A hip key” refers to the position of the body holding the fabric in a sine curve, and “to key over” refers to the action of rolling into position. To take it a step further, you could key over into any number of shapes like ball, pike, passe, etc. This reminds me of The Language of Dance, which states that actions often arrive in still shapes. Action arriving in a shape is a primary phrasing structure in the aerial arts, and it would make sense to utilize that format in naming skills.

Historically speaking, many skills have been named for the ending shape (hence 30 different angels), while other skills have been named for the action used to get there. If we wanted to be very technical, we might use a combination of actions and shapes to describe a skill (i.e. seated drop to angel under the bar). I know, it’s a mouthful, but it is clear.

So, should the short and sweet names be replaced by long technical names that define each action and shape in sequence? I think students respond well to shorter names because they are easier to remember (well, except for the 12 Mermaids, and maybe the Flying Purple Elephant is a bit much). Perhaps both can be useful. In her aerial dance manuals, Rebekah uses both a technical name for each skill as well as a poetic name - much like a generic name and a brand name. She also organizes skills into families, and mermaid is one of those!

Why doesn't everyone agree on what to officially call each skill?

I see three reasons - age, lineage, and systems. Aerial arts were originally passed down through professional circus performers, actors, and dancers from all over the world, making the form extremely diverse. Because each family or performance group came from different backgrounds, they worked under different vocabulary, not to mention different languages.

Recreational aerial fitness is quite young, still in that "gangly teenager with acne" phase. In other words, it's a bit awkward. Remember Beowulf? It’s a great example of Middle English, with all the misspellings and inconsistencies that languages go through. Compare that to the refined technique of ballet celebrating its 355th birthday. As a technique ages, some terms stick because they are useful while others fade away. That is sure to happen over time in the aerial arts, too.

Lineage also plays a role, as some skills are classically circus while others have an aerial dance lineage. Even ballet, while mostly consistent, has different systems like the French School, the Russian School, Cecchetti, Bournonville, and so on. I remember discussing Laban Movement Analysis at a conference with certified colleagues, and we still couldn’t agree on everything. That doesn't mean we couldn't eventually agree, but it is a process that involves respect for different viewpoints.

The third challenge deals with systems, or making skill names cohesive within a bigger picture. When naming skills, consider how each skill relates to the others. The connections between skills reveal core concepts that make learning easier, opening doors to infinite movement possibilities.

Where do we go from here?

It's all personal preference. You could:

Align your studio with one of the systems currently available. We merge aerial dance, yoga, somatics, and circus at Born to Fly because we enjoy representing different voices.

Develop your own system. Canopy Studio in Georgia has developed a rich culture where early students named the skills, so each move has its own unique story. The “Name this new move!” game can get everyone involved and thinking deeply in an aerial class.

Music…it’s the heart of every good aerial class and show. While it can be time-consuming to find just the right music for each class activity, I happen to make lots of them and am sharing my finds with you.

Music is important to me because it influences mood. I want my music to match the pace of the class activity, whether its warming up, practicing skills, improvising, conditioning, or cooling down. Music is a big motivator!The right tunes can help students to push through a challenging workout, or become more expressive.

Studies show that music, “can reduce the perception of effort significantly and increase endurance as much as 15%.” (American Council on Exercise). That’s a huge number in the aerial arts! Think of getting just one more pull-up out a workout, which can help overcome a strength plateau and advance in skill level.

For conditioning, I choose songs with a clear, easy-to-follow beat and an energizing tone. Some songs are faster than others to accommodate different types of movement, and to keep it interesting.

Conditioning Playlist #1* (for adults)

Faster: The Sun, Klingande Remix by Parov StelarLay It All On Me by Rudimental, feat. Ed SheeranMemories by RomeofoxtrottPunga by KlingandeCrazy by Gnarls Barkley

Check back for future playlist posts. Each with have a different theme or mood to use in class or inspiriting for new performances. Enjoy!

*Disclaimer: Please check every song for appropriateness for your studio/classes before playing them live (and get appropriate licensing). It’s beyond our ability to check every song an artist has ever recorded or will record in the future, or to know what any one group of students/parents might find offensive. We do not receive any commission for recommending these artists.

In Part 1 of this series, I focused on choices outweighing talents. If you missed Part 1, check it out here. In today’s post, I have found another great Harry Potter quote that relates to aerial teaching.

“Words are, in my not so humble opinion, our most inexhaustible source of magic, capable of both influencing injury, and remedying it.” ~ Dumbledore, The Deathly Hallows

Great news…we are all capable of a little magic! While the quote refers to words of encouragement or support, I will focus on a slightly different interpretation.

Words can become “magic cues.”

A magic cue is a word, phrase, or image that makes sense to a lot of people and produces the movement you are aiming for. Phrases like “float the foot” and “hug the fabric” not only clarify directions, but they also make a class more colorful.

Peggy Hackney (dancer and somatics educator) writes that images organize the body/mind more clearly toward an intention than focusing on engaging individual muscles.* So, painting a picture with words is a powerful teaching tool.

While I know there isn’t one best cue for every learner, it is good to note which cues have a strong success rate so you can keep them handy.

I also like to stockpile images to help me work with many different learners. It’s particularly useful when working with beginners from different backgrounds, and it makes teaching more interesting for the instructor!

When searching for “magic cues,” I think of the most common mistakes made in an aerial class and work from there. I remember the special words or phrases that helped me learn those skills.

I also consider other movement methods like dance, rock climbing, and acrobatics to find links that can cross over into the aerial world.

Then I visualize the exact direction, quality, and timing of the movement to select the best images. Testing them out to see what works (with an eye to safety, of course) completes the process. To take this a bit further:

Combine several images to create a story.

People love stories because they are memorable. And what better way to remember a series of steps than to add a little fun? I have a great cowboy/girl story for tying the stirrup foot lock, and it definitely reflects my playful teaching style.

Keep collecting those magic words to help your students progress, and then share them with the community. What are your favorite “magic cues” or metaphors for aerial skills teaching? Let us know in the comment section below.

*Peggy Hackney is co-founder of Integrated Movement Studies and author of Making Connections: Total Body Integration Through Bartenieff Fundamentals.

About the Author: Julianna Hane traded life on a cotton farm to become a dancer and aerialist. She is the author of the Aerial Teacher's Handbook and Director of Training for Born to Fly Productions.

I like to quote movies in my aerial teaching that reveal brilliant life lessons. As a child I could quote The Princess Bride from beginning to end, (anybody want a peanut?) but that’s a story for another time.

While re-watching the Harry Potter series, I found several quotes that apply to aerial teaching. I'll admit it - I have a one-track mind! My favorite character besides Harry is headmaster of Hogwarts, Albus Dumbledore. A great teacher in his own right, Dumbledore (written by J.K. Rowling) is full of wisdom. Here is one of my favorites:

“It is our choices, Harry, that show what we truly are, far more than our abilities.” – Dumbledore, The Chamber of Secrets

Which is more valuable…talent, or character?Our culture frequently values talent over character. Growing up as a dancer I was complimented for being gifted, not for being a hard worker. I did work very hard, by the way! Through my dance and aerial training I have learned the opposite is true - hard work gets you so much farther than talent.

How does this play out in the aerial studio? I think it can be easy to give more attention to the talented students. Showering them with praise on their beautiful lines, strength, and so on may send a mixed message that ability is more valuable than grit.

That’s not to say we shouldn’t point out students’ strengths. Everyone has strengths that should be shared because it helps us appreciate and learn from one another. But strength in aerial training involves far more than learning sequences or mastering difficult skills.

An aerialist’s strength is not just what’s on the outside, but also what’s on the inside.Have you noticed anyone being brave lately? Think of the student who works hard, showing up multiple days per week to overcome their challenges. Or the student who keeps working on the one skill that frightens them the most. Have you noticed students encouraging one another? Or students volunteering to help with set-up or clean-up in the studio? These people show what it means to work like an adult. They know their choices have an impact reaching far beyond themselves.

How can teachers acknowledge the inner strength in students?When I see a student take an expressive risk (i.e. dancing on the ground before moving into the air), I say, "I appreciate your bravery - keep going!" They may not be aware they are doing something worthwhile until someone else acknowledges it. When a student overcomes a challenging or scary move, I celebrate with them. When a student goes out of their way to be encouraging or help out at the studio, I thank them. Our words can be simple, yet powerful.

Focusing on choice reinforces a studio culture of creating your own destiny and overcoming the odds. Like Harry Potter, we realize it is our choices (not talents) that make us heroes of our own lives.

What stories do you have about overcoming the odds through aerial training? ​Please share in the comment section below!

About the Author: ​Julianna Hane traded life on a cotton farm to become a dancer and aerialist. She is the author of the Aerial Teacher's Handbook and Director of Training for Born to Fly Productions.